Job Description

Job Description

Job Description

Description:

New Canaan Country School is a co-ed, independent day school for students in Pre-K (ages 3 & 4) through Grade 9 living in Fairfield and Westchester Counties. Located in New Canaan, CT, and serving approximately 550 students, our mission is to guide students to reach their intellectual, creative, moral, and physical potential. A talented and devoted faculty engages our students in developmentally appropriate ways, delivering a challenging curriculum that builds intellectual skills and fosters creative and critical thinking. We lead by example and challenge students to fulfill their potential, find their path, and follow their passions, whether in the classroom, on the playing fields, on the stage, or serving the community. The Early Childhood program at Country School serves children in Beginners (age 3-5) through Kindergarten. A child-centered approach, small student-teacher ratios, and developmentally appropriate pedagogical practices usher children through these critical and formative years.

About the Early Childhood Learning Resource Teacher

The Early Childhood Learning Resource Teacher serves as an expert in the academic and social-emotional development of students. This position is particularly focused on literacy development for our Beginners and Kindergarten students. The person in this position is responsible for providing targeted and differentiated instruction, assessing and documentation of student progress, supporting teachers in identifying and implementing effective classroom strategies, and reporting student progress to parents/guardians. This position serves as a member of the Early Childhood Learning Resource Team and reports directly to the Director of Early Childhood.

Responsibilities

• Plan, organize and implement a learning resource literacy program; carry a typical load of groups with students
• Evaluate students’ academic growth, keep appropriate records, prepare narrative reports and participate in meetings with parents/caregivers regarding student progress
• Serve on the Learning Resources Team to report student progress, identify learning needs and create intervention plans for student growth
• Review evaluations and use the information to support student growth in partnership with classroom teachers, administrators and parents/guardians
• Conduct screenings to assess current students and to support the Admissions process
• Participate in grade-level, program area, division and all-employee meetings
• Perform additional school life duties such as carline, lunch monitoring, and supporting school events such as curriculum nights and Admissions events
• Cultivate a joyful, vibrant, inclusive, productive and welcoming learning community

• Ability to teach small group classes that impart evidence-based strategies in support of students’ literacy growth
• Ability to collaborate and partner with classroom teachers on enhancing literacy learning in both embedded or integrated classroom experiences as well as explicit small-group or whole-group lesson formats.
• Understanding of the social, emotional and academic needs of students and the ability to connect with students of this age level
• Degree from an accredited college or university and/or other specialized training/certification.
• Ability to create individual learning plans that target students’ specific curricular/learning needs
• Ability to communicate and collaborate with faculty and parents/guardians to implement recommended classroom accommodations and interventions
• Strong organizational and time management skills to navigate the competing demands of this multifaceted role
• Ability to support classroom teachers in differentiating instruction to meet varying students’ needs

Competencies

• Possesses a deep understanding of childhood development and the development of foundational literacy skills
• Finds true enjoyment in teaching young children and takes a child-centered approach
• Enjoys working with colleagues in a collaborative environment
• Is highly organized, flexible, responsive, and adaptive
• Has strong oral, written communication and interpersonal skills
• Demonstrates cultural competence
• Differentiates instruction for a range of learning styles and abilities
• Demonstrates a willingness to engage in school life fully
• Demonstrates a commitment to professional growth and development; keeps abreast of current research and practices
• Has a commitment to partnership with parents/guardians

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